Factors affecting Indonesian pre-service EFL teachers' AI acceptance and use

Bibliographic Data

ID4151048
AuthorsRubab Firdaus (0000-0003-4139-9946, Lampung University), Akhmad Habibi (0000-0001-7687-2858, Jambi University), Robi Hendra (0000-0002-2471-3107, Jambi University), Mohd Sofian Omar Fauzee (0000-0002-6841-9647, INTI International University), Sheren Dwi Oktaria (0000-0002-7075-5762, Lampung University), Muhammad Sofwan (0000-0001-6936-1267, Jambi University), Turki Mesfer Alqahtani (0000-0002-7226-9602, Jazan University)
Year2025
Volume18
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTexto Livre Linguagem e Tecnologia (JOURNAL)
Journal identifiersISSN: 1983-3652 • E-ISSN: 1983-3652
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1983-3652.2025.57135
OpenAlexW4413978109
SCIELO_PIDS1983-36522025000101007
LanguageEN
Citations received1
References cited44

Integrating artificial intelligence in language education, particularly for pre-service English as a Foreign Language (EFL) teachers, presents unique challenges and opportunities. This research seeks to extend the technology acceptance model (TAM) by integrating technological pedagogical and content knowledge (TPACK) to predict behavioral intentions and actual use of AI technologies in an EFL context. Employing partial least squares structural equation modeling, the sample consisted of 436 pre-service EFL teachers. The findings showed that perceived ease of use impacts perceived usefulness (β=0.674) and attitudes (β=0.387). Perceived usefulness affects attitudes (β=0.452) and AI-behavioral intention (β=0.216). The attitudes variable influences AI-behavioral intention (β=0.206). Technological content and technological pedagogical knowledge contribute to TPACK (β=0.278, β=0.311). TPACK impacts AI-behavioral intention (β=0.350) and AI-use (β=0.557). By extending the TAM with TPACK, this study offers insights into optimizing AI adoption among future language educators, thereby fostering innovative teaching practices that enhance language learning experiences for students. The current study covers two areas of Sustainable Development Goals (SDGs): Higher education quality in the EFL area (SDG 4 - Quality Education) and digital transformation in education (SDG 17 - Partnerships for the Goals

Business · Humanities · Indonesian · Linguistics · Mathematics education · Service (business · Digital literacy in education · Online Learning and Analytics · Philosophy · Psychology · Technology-Enhanced Education Studies · Marketing

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